Purpose-The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out-of-the-box thinking style and various motivation factors in a culturally diverse learning environment is the foundation for knowledge construction, driven by the idea generation process and co-creation-the so-called Medici effect, one of the benchmarks for excellence in eLearning. Design/methodology/approach-Developing this case study in the area of eLearning and Virtual Education Community (VEC) involves passing through various stages: from providing social presence and cooperation of students to co-creation in the eLearning environment by contriving ''e-students'' in the VEC whose profiles and learning processes are managed by pairs/teams of real students with different experiences and types of behaviour. Findings-The paper presents outcomes of the research focused on the formation of the VEC for students who are motivated in sharing common passions and principles, in developing good communicator-and-listener techniques, in studying and creating situations of success. Practical implications-In order to use and promote this pedagogical approach, enhancement of the desk-top technology is needed in terms of a user-friendly interface for creating a VEC where everyone, including people with special needs, feels comfortable, interested, and motivated to communicate, learn, construct, and share knowledge. Originality/value-The original ''4A'' (attention, actualization, attraction, and action) pedagogical model applied in eLearning is aimed at ensuring students' social and cognitive presence through their e-profiles for self-assessment and positioning, adjusting learning trajectories and monitoring learning results, as well as assessing progress and final outcomes of learning.

Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Findings Every fourth learner was in the state of flow during the e-course, 70 percent of learners felt the state of arousal at certain moment of learning, and about 65 percent felt in control of knowledge they could apply. Practical implications This study bridges the gap between theory and practice by demonstrating synergistic effect of two knowledge management tools (e-learning and CoP) and proves the selection of learning strategies. Social implications Every year, about 1,000 public sector representatives and community leaders join the virtual CoP to study expertise, improve own practice, find new ideas and promote the culture of managing by projects for sustainable development. Originality/value The presented case shows eLearning implementation in the context of CoP, e-course curriculum “Project Management for Local Development,” and learning strategies aimed at constructing knowledge in competitive learning environment, applying new knowledge in practice in experiential learning environment and supporting affective and social learners’ behavior. The presented mental states are used as criteria for monitoring the learners’ emotional involvement in the e-course in different roles.

This paper presents the approach to successful application of two knowledge management techniquescommunity of practice and eLearning, in order to create and manage a competence-developing virtual learning environment. It explains how '4A' model of involving practitioners in eLearning process (through attention, actualization, attraction and action) can be exploited to overcome urgent knowledge gaps and master skills through both social and cognitive presence (cooperation and co-creation). In our case, each e-course or specific learning activity is viewed as an essential and topical event, which arouses certain emotions in the practitioners who take part in it, can feel immersed and get involved. 40% of e-course participants can feel arousal, 'drive' and have positive memorable eLearning experience, while almost every fourth practitioner can be 'actively immersed' in the virtual learning environment. The findings indicate that implementation of eLearning as event in the community of practice can be considered as successful approach to workplace learning.

Aim. The aim of the research is to discuss how to design entrepreneurial mindsets in undergraduate students within the academic culture of a classical university.. Methods.  In order to become aware of the international perspective regarding entrepreneurship education, global innovation index, entrepreneurship education delivery models, global forums and entrepreneurship community platforms as well as the entrepreneurship barometer were taken into consideration. Results. A survey regarding the appropriateness of entrepreneurship education at IFNUL has been conducted. In total, 125 bachelor’s (55.2%) and master’s degree (44,8%) students from different Departments of IFNUL completed the questionnaire based on the Entrepreneurship Barometer. Thus, theverage rating (1 (low) – 5 (high)) of the likelihood that students will ever run their own business is 3.67. Based on the obtained results the course in Entrepreneurship and Innovation has been elaborated as a part of the curriculum for students of the Department of Pedagogical Education at IFNUL. Conclusions.  Findings of this paper suggest that, in general, universities should promote entrepreneurship as a career option and provide entrepreneurship experiences to undergraduate and Master’s degree students. The change in the academic culture is the common challenge, which includes the introduction of entrepreneurial thinking and acting as alternatives to traditional teaching approaches and opening up the universities to the surrounding society and industrial ecosystem. The use of ICT and in particular eLearning in delivering entrepreneurial education might be an additional option for expanding the outreach of the course. Key words: entrepreneurial mindset, entrepreneurial learning, entrepreneurship program, entrepreneurship and innovation, undergraduate students.

Public and private sectors view entrepreneurship as a movement of active, creative people who exploit opportunities under uncertainty, create new products, jobs, contribute to economic development of region. Entrepreneurs with their ‘fresh’ vision and agility play an important role in creating the sustainable future for all by overcoming social and environmental challenges. Based on real cases, we illustrate the path travelled by entrepreneurs from identifying the problem and creating the platform for communication with stakeholders to building solution and scaleup. We demonstrate our ‘4A engine’ approach to maintain the momentum for startup consisting of 4 phases: Attention, Actualisation, Attraction, and Action. Even if the start is successful, statistics show that many startups fail between 18 and 24 months. Therefore, we ask startup founders about their practice and biggest surprise they came across, essential choices and important decisions they made. Readers who find this practice useful will reflect by writing a Letter from the Future.